CARNEGIE  LIBRARY,  STATE  UNIVERSITY 


DEDICATION  OF 

CARNEGIE  LIBRARY 

STATE  UNIVERSITY  OF  KENTUCKY 
LEXINGTON,  NOVEMBER  24.  1909 


Mi 

3 e Ai  ^ * ^7!r  « 

ADDRESS  OF 

Henry  S.  IPritchett,  ll.  d. 

PRESIDENT  CARNEGIE  FOUNDATION 
FOR  THE 

ADVANCEMENT  OF  TEACHING 


if  W, 


0 2.7 .21 

y^tcL 


St i &bbrea# 


State  University 
of  Kentucky 

Nov.  24,  1909 


by  Gov.  A.  E.  Willson 
Ladies  and  Gentlemen,  and  Students: — 

T is  not  the  first  time,  and  I hope  it  won’t  be  the  last 


*11  time  that  I appear  before  you.  I feel  not  merely  a 
fatherly  interest  in  this  institution,  but  I rather  feel  all 
the  time  that  I am  a partner  with  the  boys  and  the  girls,  as 
well  as  the  professors. 

I am  only  here  to  preside  over  the  introduction  of  our 
visitors,  and  to  renew  my  cordial  feeling  and  kindly  relations 
with  all.  There  is  no  one  of  us  who  has  been  a student 
and  comes  back  again  to  his  own  or  sees  a body  of  students 
in  another  college  without  a whole  lot  of  feeling  so  strong 
that  it  is  a little  difficult  to  talk  to  them.  I felt  a great  deal 
more  cheered  by  the  bright  music  of  the  first  piece  than  by 
the  serious  music  of  the  last.  The  last  made  me  feel  old, 
and  the  first  made  me  feel  young.  Here  is  a day  with 
all  the  world  in  sunshine  with  the  bright  anticipation  of  what 
the  future  holds  in  store  for  us. 

We  have  met  to-day  to  dedicate  this  library,  which  is 
the  result  of  the  thought,  and  the  moral  feeling  of  a good 
and  wise  man  nearing  the  end  of  a busy  and  successful 
life.  I have  had  the  pleasure  of  knowing  Mr.  Andrew 
Carnegie.  In  all  this  city,  in  all  this  State,  there  is  not 
a man  with  more  simple-hearted  ways  or  more  simple  life 
than  Andrew  Carnegie.  No  pretence,  ostentation  or  dis- 
play, but  a practical,  every-day  man,  with  a big  heart 
and  a wise  head;  and  this  occasion  to-day  is  the  result. 


1 


Dedication  [s  it  not,  of  his  good,  wise  thoughts?  Not  for  display, 
Carnegie  not  even  primarily  to  have  his  name  perpetuated,  though 

Library  that  WOuld  be  most  reasonable,  but  to  have  a useful  part 

in  the  education  not  only  of  the  United  States,  but  of  the 
great  nations  of  the  world.  He  had  hard  times  in  his 
childhood.  I have  known  his  old  mother — a splendid  ven- 
erable lady,  with  a wealth  of  snow-white  hair,  a Scotch 
mother,  who  raised  her  children  to  strict  obedience,  and 
long  after  her  son  was  a full  grown,  strong  man,  she  called 
him  “Andro”  and  told  him  what  she  wanted  him  to  do, 
and  he  minded  just  as  he  did  when  he  was  a boy;  just 
one  of  those  human  persons ; not  a man  removed  from 
everybody  by  enormous  wealth  and  great  position,  but  in 
his  way  an  every-day  human  man — who  minded  his  mother 
just  as  the  rest  of  us  do;  and  that  is  the  kind  of  a man 
who  thinks  of  these  practical  things.  Here  is  this  building, 
that  is  to  be  the  shelter  and  the  home — the  house  of  stores 
of  learning,  known  works  of  interest  and  art  and  all  that. 
It  is  going  to  be  like  a wonderful  telescope,  by  which  you 
sit  here  in  a quiet  place  and  see  the  distant  worlds,  coun- 
tries and  peoples,  the  whole  story  of  humanity  and  human 
ideas — see  so  many  of  them  that  you  could  not  see  with 
the  naked  eye.  And  that  is  just  what  is  here.  The  library 
is  a telescope  that  looks  to  the  remotest  past,  holds  the 
seed  of  all  the  present,  and  looks  forward  to  the  most  dis- 
tant future,  illuminating  all  the  present.  It  is  a universal 
store  of  knowledge  and  help,  and  it  does  not  end  with 
one  man’s  life;  it  is  not  only  for  one  generation,  or  one 
set  of  students,  or  one  century;  it  is  for  the  eternal  ages, 
and  that  is  the  kind  of  an  institution  which  we  start  here 
to-day.  And  so  many  do  not  realize  at  first  how  useful 


2 


it  is  going  to  be.  We  can  not  think  of  the  uncounted 
thousands  that  one  by  one,  ten  by  ten,  thousand  by  thou- 
sand, college  by  college,  shall  year  after  year  sit  at  these 
tables,  and  gather  of  these  stores  of  learning,  information 
and  interest. 

How  can  we  realize  to-day  the  hundreds  of  thousands 
of  helps  that  will  be  offered  to  make  the  boys  and  girls 
better  men  and  women?  It  is  a hard  thing  to  understand, 
but  I hope  that  here  to-day  each  one  shall  gather  some- 
thing of  the  message  of  this  occasion,  and  of  the  spirit  of 
generosity,  high-mindedness,  conscientious  and  canny  wis- 
dom which  have  animated  this  gift,  which  shall  be  a bless- 
ing to  us,  and  to  all  who  shall  come  after  us.  It  is  right 
for  us  to  enquire  and  know  and  feel  to-day  how  much 
this  sensible  man  has  done,  with  no  desire  for  show  or 
adulation,  and  for  no  end  whatever  but  the  good  of  the 
many  who  shall  make  their  struggle  for  education  in  this 
institution. 

It  is  something  for  every  boy  and  girl  to  realize  what 
a blessed  thing  it  is  to  be  useful.  How  much  more  it  is 
than  riches,  or  to  be  distinguished.  There  is  no  greater 
thing  to  be  accomplished  in  this  life.  The  great  thing 
is  to  be  useful;  to  have  a part  in  making  the  world  better, 
in  having  an  opportunity  to  make  a chance  for  every  boy 
and  girl  to  be  better;  having  a part  in  making  the  human 
heart  larger  for  good  things  and  for  useful  things.  I am  in 
danger  of  turning  a preacher  on  this  line,  but  I do  not 
wish  to  preach  and  I hope  that  on  this  occasion  some 
inspiration  may  be  gathered  from  the  career  of  this  man 
who  has  been  in  many  enterprises,  a man  of  great  affairs 
and  has  used  his  power  and  his  fortune  to  be  useful.  If 


State  University 
of  Kentucky 
Nov.  24,  1909 


3 


Dedication 

Carnegie 

Library 


we  can  get  something  of  that  spirit  in  our  lives,  something 
that  shall  guide  your  careers  and  your  hopes  and  your 
opportunities  to  be  useful,  then  indeed  have  we  gained 
something  from  this  example;  something  that  can  go  into 
the  printed  page,  something  that  shall  go  into  every  life, 
and  be  a part  of  it. 

I thank  you.  (Applause.) 


4 


Siforfsisi  of  ©rrsiHient  James  Patterson 
Sntro&uctng  ®r.  ^enrp  ls>.  iPritdjett,  tofjo 
©eliberei)  tlje  glbOress  of  ©ebtcafion  i?o= 
bember  24,  1900,  is  as  JfoUomS 


Ladies  and  Gentlemen: — 

is  an  auspicious  occasion.  For  more  than  forty 
years  of  its  existence,  the  State  College  of  Kentucky 
(now  the  State  University),  had  no  library.  Col- 
lections of  books  there  were  for  the  use  of  departments,  but 
these  were  of  an  exclusively  technical  character.  Two  or 
three  years  ago,  I succeeded  in  interesting  Mr.  Andrew  Car- 
negie in  the  wants  of  the  State  College  and  obtained  from 
him  $26,500  for  the  erection  of  a library  building.  Out 
of  this  fund  the  building  has  been  erected  and  equipped, 
and  by  the  conditions  of  the  gift  $2,650  are  pledged  an- 
nually by  the  Trustees  for  its  up-keep  and  maintenance. 
This  makes  possible  an  annual  expenditure  of  about  $2,000 
for  books.  This  building,  with  the  nucleus  of  a respectable 
collection  of  books,  we  dedicate  to-day.  We  esteem  our- 
selves fortunate  in  having  present  His  Excellency  the  Gov- 
ernor of  the  Commonwealth,  the  Board  of  Trustees,  the 
Faculty  of  the  University,  the  Staff  of  the  Experiment  Sta- 
tion and  distinguished  citizens,  and  especially  the  eminent 
man  of  affairs  and  authority  upon  education,  whom  Mr. 
Carnegie  selected  as  President  of  the  Carnegie  Foundation 
for  the  Advancement  of  Teaching,  an  institution  which  is 
setting  the  pace  for  higher  education  in  the  United  States 
and  Canada,  and  which  is  already  profoundly  modifying 

5 


Stale  University 
of  Kentucky 
Nov.  24,  1909 


Dedication  the  scientific  and  classical  training  of  the  mother  country. 

Carnegie  With  a firm  grasp  of  facts  and  a keen  intuition  of  tendencies 
Library  ancj  Gf  principles  he  has  laid  bare  the  defects  in  college  and 
university  work,  the  disparity  between  professions  and  re- 
sults, and  has  boldly  indicated  a remedy.  He  stands  to-day 
the  representative  of  thorough  organization,  systematic  train- 
ing, high  ideals  and  honest  effort.  His  influence  is  felt 
throughout  the  length  and  the  breadth  of  the  land.  The 
institution  which  dares  to  read  Harvard  a lesson  and  refuse 
recognition  to  a great  university  in  Ohio  is  an  organization 
which  must  be  reckoned  with.  No  college  and  no  univer- 
sity is  asked  to  avail  itself  of  the  benefits  of  the  Carnegie 
Foundation,  but  no  institution,  whatever  its  prestige  or  its 
wealth,  can  obtain  recognition  until  it  shows  its  passports. 
Its  motto  might  well  be,  “Abandon  pretense  all  ye  who 
enter  here.” 

All  this  has  been  made  possible  through  the  far-sighted 
beneficence  of  one  man,  Mr.  Andrew  Carnegie.  Concur- 
rently with  his  enormous  expenditures  for  education  and  in 
the  interests  of  universal  peace,  he  has  given  millions  upon 
millions  for  the  extension  of  knowledge  through  such  institu- 
tions as  this  which  we  dedicate  to-day.  Our  heart-felt 
thanks,  our  benedictions  rest  upon  the  venerable  head  of  him 
who  knew  how  to  amass  a stupendous  fortune  and  better 
still,  how  to  dispose  of  it  for  the  benefit  of  mankind.  No 
encomium  of  mine  can  equal  his  deserts;  no  eulogy  of  mine 
can  be  commensurate  with  his  meed  of  praise.  Simple  in 
his  massive  grandeur,  he  rises  above  all  the  benefactors  of 
his  race  in  his  conception  of  the  necessities  and  opportunities 
of  the  age,  in  his  adaptation  of  means  to  ends  and  in  his 
unexampled  generosity  in  providing  the  millions  required 


6 


for  translating  his  ideals  into  realities.  When  the  history  of 
the  twentieth  century  is  written,  no  man  will  be  entitled  to 
a larger  space  in  it  than  the  great  philanthropic  Scotchman 
who  has  made  his  name  a household  word  in  both  hemis- 
pheres. 

The  President  of  the  Carnegie  Foundation  is  not  an 
alien  in  Kentucky.  Missouri  is  the  daughter  of  Kentucky, 
and  Dr.  Pritchett  is  a son  of  Missouri.  Therefore,  a grand- 
son of  this  Commonwealth,  and  by  poetic  license  a Ken- 
tuckian. Ladies  and  gentlemen,  I have  the  honor  to  intro- 
duce to  you  the  President  of  the  Carnegie  Foundation  for 
the  Advancement  of  Teaching,  Dr.  Henry  S Pritchett — of 
Kentucky. 


State  University 
ot  Kentucky 
Nov.  24,  1909 


Dedication 

Carnegie 

Library 


®fje  leaterstfjtp  of  a grtate  SUmbrrsttp 


m 


by  Dr.  Henry  S.  Prichett 
R.  President,  Governor  Willson,  Teachers,  Stu- 
dents of  the  University,  Ladies  and  Gentlemen: 
It  were  a cold  heart  indeed  which  did  not  warm 
to  so  cordial  and  so  friendly  a greeting  as  that  which  I 
have  just  received  at  the  hands  of  your  president.  Cer- 
tainly that  sort  of  coldness  does  not  come  from  the  state 
in  which  I was  born.  I am  only  too  pleased  to  reckon 
myself  not  only  for  to-day  but  for  all  days,  a grandson 
of  Kentucky  as  he  has  so  kindly  named  me. 

You  do  well  to  set  aside  a day  to  celebrate  so  good 
a gift  to  a university  as  that  of  a library.  The  man  who 
has  made  this  gift  to  your  Commonwealth  and  to  your 
university  was  influenced  in  the  making  of  it  mainly  by 
three  motives:  First  of  all,  he  had  a great  respect  for  the 
old  Commonwealth  of  Kentucky.  Secondly,  he  believed 
that  the  institution  in  which  you  live  and  work  stood  for 
high  ideals,  for  serious  work,  for  efficient  citizenship.  In 
the  third  place  he  had  a high  regard  for  the  long,  faith- 
ful, and  efficient  service  of  your  president,  and  he  desired 
to  recognize  the  fact.  (Applause.) 

He  would  be  glad  to  have  met  with  you  himself  to- 
day, but  Mr.  Carnegie  has  much  of  that  home  feeling 
which  keeps  a man  at  home  on  the  anniversary  of  his  birth. 
He  asks  me  to  bring  to  you  students  this  message:  He 
hopes  that  this  Library  may  serve  a purpose  wider  than 
that  of  your  own  institution,  larger  than  that  of 


8 


your  own  Commonwealth,  broader  than  that  of  our 
own  nation ; that  it  may  help  to  introduce  you  into 
sympathy  for  all  men  and  for  all  nations;  to  a patriot- 
ism greater  than  that  which  recognizes  only  the  services 
of  one  city  and  one  state,  and  that  entering  into  some  ap- 
preciation of  the  world  of  letters,  you  may  become  also 
a citizen  of  that  world.  He  sympathizes  with  all  noble 
ideals,  and  with  all  that  is  noble  in  letters,  and  he  bids 
me  repeat  to  you  this  message:  As  one  torch  lights  an- 
other and  is  not  diminished  thereby,  so  nobleness  enkindleth 
nobleness.  There  is  no  torch  to-day  from  which  the  human 
spirit  may  so  quickly  and  readily  light  the  flame  of  a right 
devotion  as  in  those  torches  lit  by  the  great  books.  He 
hopes  that  you  may  light  there  the  torch  of  a devotion 
which  shall  be  larger  than  your  institution  and  larger  than 
your  state,  and  which  shall  look  to  the  advancement  of 
the  world  itself.  (Applause.) 

As  I thought  concerning  a subject  about  which  I might 
talk  to-day  I ran  rather  accidentally  across  two  statements 
which  seemed  to  me  significant  the  one  of  the  other.  One 
was  the  question  of  an  old  friend  of  mine  many  years  ago 
in  a German  university.  He  said  to  me  as  he  was  sail- 
ing a few  weeks  since:  “I  notice  that  in  America  students 
settle  down  in  one  college  and  spend  the  whole  of  their 
academic  life  there;  and  when  they  cheer  for  an  institution 
they  only  cheer  for  one  institution.  Why  does  not  a man 
spend  his  student  life  in  several  universities  as  we  do? 
And  why  does  not  the  Harvard  man  cheer  for  Yale,  and 
the  Yale  man  cheer  for  Harvard?”  To  illustrate  my 
meaning  in  another  way,  in  this  state  why  does  a student 
not  take  one  year  at  Central  College  and  another  year  at 


State  University 
of  Kentucky 
Nov.  24,  19Q9 


9 


Dedication 

Carnegie 

Library 


the  college  at  Georgetown,  and  spend  finally  two  years 
at  the  State  University;  why  does  he  always  go  to  one 
institution  and  give  his  allegiance  exclusively  to  that  one? 

The  other  statement  has  relation  to  the  first  and  was 
this:  It  was  the  expression  of  another  student  of  education. 
He  said  that  every  nation  which  was  worthy  of  the  name 
of  a nation,  every  nation  that  had  progressive  qualities, 
every  nation  which  had  reached  the  stage  of  civilization 
of  a high  order,  expressed  its  ideals  in  a system  of  educa- 
tion. This  series  of  schools  are  related  one  to  the  other, 
each  school  does  the  work  to  which  it  was  assigned  and 
having  direct  relation  to  the  school  that  stood  above  it 
and  the  one  which  stood  below  it.  Such  a homogeneous 
cooperating  system  of  schools  is  the  mark  of  a high  civiliza- 
tion and  its  most  perfect  representation. 

If  these  two  statements  are  put  together,  it  would  seem 
to  indicate  that  in  the  United  States  our  institutions  of  learn- 
ing still  stand  very  much  wider  apart  than  they  do  in  a 
country  like  Germany;  that  they  rarely  realize,  to  them- 
selves at  least,  that  they  are  parts  of  one  system;  that  they 
belong  to  a common  cause;  that  they  are  related  the  one 
to  the  other.  They  are  in  the  main,  so  far  as  the  higher 
education  is  concerned,  still  isolated  units. 

This  naturally  raises  the  question:  Have  we  in  the 
United  States  a definite  system  of  education;  have  we  in 
any  American  Commonwealth  a consistent  system  of  schools 
which  represent  the  ideals  and  the  aspirations  of  that  Com- 
monwealth? In  other  words,  have  we  in  our  American 
states  any  such  well  thought  out  educational  system  such  as  is 
here  alluded  to? 

I do  not  undertake  to  say  this  morning  whether  we  have 


10 


or  not;  but  I shall  spend  the  few  minutes  which  I shall  use 
in  speaking  to  you  concerning  the  ideal  educational  system 
of  an  American  Commonwealth. 

What  is  the  ideal  educational  system  of  schools  for  an 
American  state?  What  ideals  of  citizenship  would  such  a 
system  represent?  What  part  in  such  a conception  is  a state 
university  to  play? 

That  the  statement  which  I have  quoted  is  true,  I be- 
lieve any  man  will  recognize  who  goes  back  and  studies 
the  history  of  schools.  It  has  been  the  history  of  every  na- 
tion that  the  first  thing  to  develop  is  the  isolated  school; 
schools  which  serve  a special  purpose.  Gradually  as  that 
nation  grew  in  sympathy  and  strength  these  schools  began 
to  serve  a wider  purpose;  they  became  related  one  to  the 
other. 

It  may  not  be  out  of  place  to  spend  a few  minutes  in 
studying  the  steps  which  have  taken  place  in  the  develop- 
ment of  the  school  in  the  civilization  of  the  world.  The 
first  schools  which  were  inaugurated  along  the  shores  of  the 
Mediterranean  Sea  were  those  which  looked  to  the  training 
of  the  priest.  In  other  words,  the  first  ideal  of  a school  was 
to  prepare  a special  class,  an  elect  class.  The  original 
school  was  aristocratic,  it  sought  to  educate  men  because  of 
certain  birth  or  station  for  a special  career.  For  a long 
time  the  schools  were  controlled  by  the  priests  and  the 
priests  have  kept  a pretty  good  grip  on  the  schools,  for  that 
matter,  ever  since. 

The  ideal  that  the  school  was  to  serve  only  the  classes 
was  of  long  duration.  Finally,  the  conception  arose  that 
education  was  for  the  whole  people;  that  the  school  was 
not  only  for  the  man  who  was  to  be  a priest  or  a lawyer 


State  University 
of  Kentucky 
Nov.  24,  1909 


11 


Dedication 

Carnegie 

Library 


or  a doctor,  but  was  for  the  whole  body  of  the  people; 
that  the  school  was  to  open  the  door  to  any  class  and  to 
any  citizen  of  the  commonwealth.  This  was  the  great 
achievement  of  the  eighteenth  century.  We  have  almost 
forgot  the  means  by  which  it  was  brought  about.  We 
accept  to-day  in  America  the  idea  that  education  is  demo- 
cratic as  self-evident,  we  have  almost  forgot  that  any  other 
ideal  ever  existed.  And  yet  it  is  less  than  two  hundred 
years  ago  that  men  came  to  believe  that  education  was  for 
all.  The  agencies  by  which  that  change  in  the  public  mind 
has  been  accomplished  have  been  almost  forgotten.  To  one 
of  these  I venture  to  allude  for  the  moment.  Perhaps  you 
have  heard  of  the  order  known  as  the  “Brethren  of  the 
Common  Life.’’  About  the  year  1400,  with  the  growth 
of  the  idea  that  education  should  be  for  the  poor  as  well 
as  for  the  rich  and  high-born,  there  was  organized  an  order 
whose  work  was  to  stand  for  this  idea.  It  was  called  the 
“Brethren  of  the  Common  Life.’’  At  the  end  of  two  hun- 
dred years  it  had  become  a powerful  agency,  and  had  ex- 
tended its  field  from  elementary  to  higher  education  as  well. 
Luther,  who  brought  in  our  reformation,  was  one  of  the 
students  of  the  “Brethren  of  the  Common  Life.’’  That 
order  has  disappeared,  but  it  has  done  its  work.  All  the 
universities  of  to-day  belong  to  the  order  of  the  “Brethren 
of  the  Common  Life’’  if  they  do  their  work  in  the  right 
spirit  and  under  the  right  ideals.  (Applause.) 

This  ideal  of  the  democracy  of  education  was  the  con- 
tribution of  the  eighteenth  century.  At  the  end  of  that  time 
there  had  developed  in  the  continental  countries  like  Ger- 
many, a system  of  schools  which  represented  that  ideal. 
That  system  of  schools  began  with  the  elementary  school 


12 


which  led  into  the  gymnasium,  and  the  gymnasium  led  into 
the  university.  Men  were  trained  for  citizenship,  for  culture, 
for  general  learning,  from  the  lowest  to  the  highest.  The 
ideal  of  democracy  in  education  had  won  its  place. 

But  that  is  not  enough;  it  is  not  enough  that  education 
shall  be  for  all.  Education  must  be  something  more  than 
democratic  to  be  fruitful  in  the  upbuilding  of  a common- 
wealth. 

To  appreciate  this  one  has  only  to  look  at  the  progress 
of  education  on  the  continent  of  Asia.  The  oldest  country 
to  develop  the  idea  of  democratic  education  was  China. 
Two  thousand  years  ago  China  believed  that  education 
must  afford  an  opportunity  not  only  to  the  high-born  but 
to  all  the  people,  that  it  must  open  the  door  to  every 
citizen,  however  poor  and  humble.  China  had  two  thou- 
sand years  of  education  which  was  essentially  democratic, 
absolutely  open  to  each  man  who  chose  to  avail  himself  of 
it.  It  reflected  the  very  ideal  which  the  Europeans  only 
gained  by  the  coming  of  the  eighteenth  century.  But  it 
has  not  served  the  state  efficiently.  It  failed  in  spite  of  its 
democracy  because  it  was  chained  to  a dead  body  of  doc- 
trine. It  was  founded  on  the  idea  that  all  that  was  worth 
knowing  could  be  found  in  the  Chinese  classics,  the  writings 
of  Confucius  and  his  followers.  And  although  in  China 
there  has  existed  for  two  thousand  years  the  ideal  of  educa- 
tion for  the  whole  people,  the  university  has  never  become 
fruitful  in  the  upbuilding  of  the  state  or  in  its  progress. 

The  nineteenth  century  was  still  young  when  a new 
conception  of  a national  system  of  education  came  into  be- 
ing. Men  who  dealt  with  education  a hundred  years  ago 
said  to  themselves,  it  is  not  enough  that  the  schools  shall 


Slate  University 
of  Kentucky 
Nov.  24,  1909 


13 


Dedication  open  the  opportunity  for  general  culture  to  every  student 
Gamegie  who  will  make  himself  a place,  but  it  must  also  reckon 
Library  with  the  new  economic  conditions  of  industry  and  civilized 
life.  No  longer  do  men  carry  on  their  industries  in  their 
homes;  they  are  drawn  together  in  great  groups,  and  the 
school  must  not  only  be  democratic  but  it  must  also  train 
for  the  vocation.  It  must  give  men  not  only  culture,  but 
must  give  them  skill;  it  must  do  this  not  only  for  the  men 
who  are  to  go  into  the  professions  like  law,  or  medicine 
or  the  ministry,  but  also  for  the  men  who  are  to  be  the 
farmers,  or  mechanics,  or  shoe-makers  or  blacksmiths.  There 
was  then  implanted  in  the  conception  of  a national  system 
of  schools  the  idea  that  it  must  be  not  only  democratic  and 
that  the  schools  must  relate  themselves  to  each  other,  but 
also  that  the  schools  must  train  in  the  vocations  and  lead 
students  into  them,  just  as  the  university  leads  them  into 
the  professions.  In  a word,  the  nineteenth  century  concep- 
tion of  a system  of  education  was  that  of  a state  conduct- 
ing a system  of  schools  related  to  and  cooperating  with  each 
other,  standing  for  the  common  ideal  not  only  of  democracy 
but  of  efficiency.  Such  a system  must  seek  to  make  of  the 
individual  citizen  not  only  a man  of  culture  able  to  appre- 
ciate learning,  but  must  also  make  men  who  shall  be  efficient 
in  their  work.  This  ideal  system  of  public  schools  reaches 
from  the  primary  school  to  the  university;  it  includes  a school 
for  the  farmer,  a school  for  the  mechanic,  a school  for  the 
tradesman,  a college  for  general  education,  and  a univer- 
sity for  the  professions.  That  conception  of  an  educational 
system  will,  I take  it,  be  the  ideal  of  our  American  com- 
monwealths. 

We  in  the  United  States  have  committed  the  matter  of 


14 


education  to  the  separate  states.  The  general  government 
does  not  undertake  to  establish  schools  and  universities;  that 
is,  under  our  system,  the  work  of  the  states  themselves. 
But  we  may  well  believe  that  these  great  commonwealths 
will  eventually  come  to  a system  which  shall  be  unified;  that 
we  shall  have  very  much  the  same  educational  standards  in 
Kentucky  as  in  California,  and  that  our  national  concep- 
tion of  education  will  ultimately  be  formed  by  the  sympa- 
thetic action  of  each  of  these  great  commonwealths,  working 
along  consistent  and  uniform  lines.  In  some  such  way,  we 
too  as  a civilized  nation  shall  in  time  present  to  the  world 
a consistent  system  of  schools  as  the  visible  representation 
of  our  civilization. 

If  that  be  the  true  conception  of  a system  of  education 
for  a democracy,  then  any  particular  institution,  such  as  a 
university,  or  a college  or  a secondary  school,  or  a law  school 
or  a medical  school,  should  find  its  place  in  that  system;  it 
should  do  its  particular  work  not  the  work  of  some  other 
school;  and  it  should  relate  its  work  intelligently  and  ef- 
ficiently to  the  general  system  of  education. 

Under  that  conception  what  sort  of  a picture  do  our 
American  commonwealths  present  to-day?  How  many 
states  of  the  Union  are  there  in  which  education  has  reached 
this  ideal?  In  which  do  the  common  schools,  the  colleges 
and  the  universities  form  a common  system  of  education, 
reaching  from  the  elementary  school  to  the  university,  deal- 
ing with  the  professions  and  trades,  each  institution  respect- 
ing the  work  of  the  other;  each  doing  its  work  in  a common 
effort  to  educate  the  whole  people  of  the  whole  state  both 
for  culture  and  for  efficiency? 

I think  if  we  study  our  separate  commonwealths,  we 

IS 


State  University 
of  Kentucky 
Nov.  24,  1909 


Dedication  wiH  find  that  they  are  still  very  far  from  realizing  any  such 
Carnegse  ideal.  When  the  Carnegie  Foundation  for  the  Advance- 
Library  ment  of  Teaching  was  organized,  it  was  directed  under  the 
terms  of  its  charter  to  do  certain  things;  to  offer  certain  aids 
to  the  colleges  of  the  United  States  and  Canada.  When  it 
came  to  inquire  into  what  the  colleges  were  doing,  it  found 
the  term  “college”  meant  one  thing  in  Texas  and  another 
thing  in  Wisconsin;  that  there  were  one  thousand  institu- 
tions in  the  United  States  calling  themselves  colleges  or 
universities.  In  a word,  there  was  absolutely  no  uniform- 
ity in  our  country  as  to  what  the  term  “college”  meant; 
as  to  what  relation  the  college  ought  to  bear  to  the  second- 
ary school,  and  what  work  the  college  should  do  in  order 
to  entitle  it  to  be  called  a college  at  all.  It  was  evident 
that  many  institutions  had  assumed  the  name  college  in  very 
much  the  same  way  in  which  some  people  in  my  native 
state  of  Missouri  assumed  the  title  of  “colonel.”  (Applause 
and  laughter.)  Of  course,  I know  that  in  Kentucky  a man 
is  never  called  “colonel”  unless  he  has  actually  seen  mili- 
tary service. 

The  fact  is,  no  such  definite  and  consistent  conception 
existed  amongst  the  colleges  and  universities  and  secondary 
schools.  Each  college  and  each  university  was  in  the  main 
doing  its  work  independently,  not  as  a part  of  a cooperating 
system  of  education.  In  many  cases  the  colleges  were  do- 
ing the  work  of  the  high  schools;  the  universities  were  doing 
the  work  of  the  colleges,  and  the  high  schools  were  doing 
anything  they  pleased.  In  other  words,  there  was  no  clearly 
thought  out  conception  or  realization  of  a system  of  educa- 
tion, taking  into  account  the  demands  of  modern  economic 
conditions.  I have  had  occasion  to  visit  many  colleges  and 


16 


universities.  I find  in  their  organization  a close  parallel  to 
the  process  of  promotion  which  goes  on  in  Wall  Street.  If 
the  Wall  Street  people  organize  an  industry,  they  generally 
issue  a few  shares  of  preferred  stock  which  are  good  and 
which  pay  dividends;  and  then  they  issue  an  enormous 
amount  of  common  stock  which  is  mostly  water,  and  which 
may  possibly  pay  dividends  in  the  long  run.  Now  a great 
many  colleges  and  universities  are  organized  in  the  same 
way.  There  is  a small  issue  of  preferred  stock  in  the  shape 
of  a good  college  or  a school  of  science;  then  they  issue  a 
lot  of  common  stock  in  the  shape  of  law  schools,  medical 
schools,  schools  of  education,  music  schools  and  graduate 
schools,  which  are  mostly  water. 

I visited  not  long  ago  in  a latitude  south  of  this  an  in- 
stitution whose  total  annual  income  was  $ 1 8,000.  I was 
introduced  one  after  another  to  the  dean  of  the  college  of 
arts,  the  dean  of  the  scientific  college,  the  dean  of  the  law 
school,  the  dean  of  the  medical  school,  the  dean  of  the 
school  of  education,  and  finally  to  cap  the  whole  program 
I was  introduced  to  the  dean  of  the  graduate  school.  I 
asked  him  modestly  what  was  the  function  of  the  dean  of 
the  graduate  school  in  such  a college  having  all  these  de- 
partments, and  an  income  of  $18,000.  He  answered  “I 
teach  elementary  Latin,”  which  was  perhaps  on  the  whole 
as  good  a thing  as  the  dean  of  the  graduate  school  in  such 
an  institution  could  do.  But  what  pretense  in  the  name 
of  education  which  ought  to  stand  first  of  all  for  sincerity. 

The  point  to  which  I have  come  is  this:  We  have  not 
in  any  American  commonwealth,  whether  you  take  Massa- 
chusetts, Missouri,  Kentucky,  or  California — we  have  not 


State  University 
of  Kentucky 
Nov.  24,  1909 


17 


Dedication 

Carnegie 

Library 


yet  worked  out  this  conception.  And  it  is  the  business  of 
a true  university  in  any  state  to  lead  toward  that  goal. 

Let  me  say  in  closing  a few  words  concerning  the  op- 
portunity and  the  duty  of  a state  university  in  this  situation. 
It  is  clear  that  to-day  there  exists  great  confusion  in  our 
American  commonwealths  as  to  the  relations  of  these  dif- 
ferent schools.  The  college  and  the  high-school  overlap; 
the  college  and  the  secondary  school  are  not  working  in  re- 
lation to  each  other;  there  is  confusion  in  the  work  of  the 
college  and  the  university.  What  is  the  duty  of  an  institu- 
tion like  this  university  in  such  a situation? 

I venture  to  call  attention  to  three  things  which,  it 
seems  to  me,  an  institution  of  this  kind  in  a great  state  like 
yours  must  look  to. 

I believe  its  duty  is  to  take  its  place  as  the  leader  of 
the  educational  work  of  the  state.  If  it  is  to  be  the  leader 
then,  it  ought  to  bring  some  order  out  of  this  confusion^ 
and  to  point  out  just  as  rapidly  as  possible  a clear  differen- 
tiation between  the  work  of  the  college  and  the  university, 
between  the  college  and  the  high  school,  between  the  work 
of  the  high  school  and  the  work  of  the  elementary  school. 
In  other  words,  its  function  as  a state  university  is  to  build 
up  as  rapidly  as  possible  a consistent  system,  and  to  see  to 
it  that  the  distinction  between  the  work  of  the  college  and 
the  work  of  the  secondary  school  is  observed,  and  to  edu- 
cate the  people  of  its  state  to  this  conception. 

I assume  that  the  second  duty  at  this  state  of  our  prog- 
ress is  that  the  state  university  shall  hold  up  true  university 
ideals  in  the  matter  of  preparation  not  only  for  the  college 
but  for  the  great  professions,  of  the  law  and  of  medicine. 
I do  not  know  how  much  you  know  about  the  overproduc- 


18 


tion  of  lawyers  and  doctors.  I venture  to  add  that  we  have 
more  medical  schools  and  more  law  schools  in  this  country 
than  exist  in  all  the  rest  of  the  civilized  world  put  together. 
We  have  for  twenty  years  been  turning  men  into  the  law 
and  into  medicine  who  were,  in  the  first  place  uneducated; 
who  were  in  the  second  place,  absolutely  uninformed  in  the 
fundamental  sciences  upon  which  medicine  is  based,  for 
medicine  has  been  made  over  in  twenty  years.  Medicine 
as  taught  to-day  rests  absolutely  on  certain  fundamental 
sciences,  biology,  chemistry,  pathology  and  the  like.  Yet 
we  are  turning  men  in  great  companies  into  medicine  to- 
day without  demanding  that  they  understand  these  funda- 
mental sciences  upon  which  medicine  rests. 

Every  man  owes  a duty  to  his  profession,  and  there 
is  no  profession  in  which  a man  owes  a higher  duty  than 
to  the  profession  of  the  law,  and  when  we  admit  a great 
number  of  uneducated  men  into  its  practice  the  law  becomes 
a business  and  not  a profession.  These  low  standards  and 
the  mass  of  ill-trained  men  thus  brought  into  the  practice 
of  the  law  are  responsible  in  no  small  measure  for  the 
American  lack  of  respect  for  the  law — a failing  quite  as 
noticeable  in  one  state  as  in  another.  No  university  in  any 
state  can  do  a higher  service  to-day  than  to  insist  that  in 
the  schools  of  medicine  and  of  law  decent  ideals  shall  be 
observed  and  decent  standards  enforced.  No  American 
university  should  for  a moment  give  countenance  to  any 
professional  school  unless  it  is  a part  of  the  university  itself, 
and  unless  these  schools  which  teach  law  and  medicine 
observe  strictly  the  ideals  of  these  professions. 

And,  finally,  the  American  state  university  to-day  must 
remember  if  it  is  to  be  a leader  toward  such  a conception 


State  University 
of  Kentucky 
Nov.  24,  1909 


19 


Dedication  of  education  as  that  to  which  I have  referred,  that  its  great- 
Carnegie  est  function  is  to  furnish  standards,  not  only  standards  of 
Library  scholarship,  but  standards  of  intellectual  honesty,  standards 
of  morality,  standards  of  efficient  citizenship.  To  furnish 
standards  to  a commonwealth  is  after  all  the  greatest  op- 
portunity of  a university  which  bears  the  state’s  name.  To 
be  such  a leader  is  the  greatest  service  which  the  state 
university  can  perform ; and  the  way  to  that  service  lies 
through  honesty,  sincerity,  simplicity  and  thoroughness. 
The  institution,  whether  college  or  university,  which  puts 
into  its  catalogue  one  set  of  requirements  for  admission  and 
then  uses  another  in  the  admission  of  its  students;  an  insti- 
tution which  adds  high-sounding  courses  for  which  it  has 
no  facilities  for  instruction,  throws  away  its  opportunity  for 
leadership.  So  I venture  to  urge  upon  you  as  a last  word 
that  all  of  you,  whether  you  be  students  or  teachers,  or 
whether  you  be  only  related  to  the  university  in  the  general 
interest  of  a citizen  of  the  commonwealth,  look  to  it  that 
the  conception  of  education  shall  be  one  not  bounded  by 
an  isolated  institution.  The  day  has  gone  by  when  the 
state  universities  and  the  private  colleges  ought  to  have  any 
cause  of  quarrel.  They  are  to-day  co-laborers  in  a common 
cause;  each  has  its  place;  each  will  find  its  place  if  both 
will  be  sincere;  if  both  will  be  straightforward,  and  if  both 
will  refuse  to  be  led  away  by  the  desire  for  numbers.  Sin- 
cerity, simplicity,  thoroughness,  mark  the  path  and  the  only 
path  along  which  a state  university,  which  is  to  crown  the 
educational  system  of  a state,  may  hope  to  work  out  that 
realization  of  education  which  will  be  the  highest  expression 
of  civilization  in  a modern  democracy.  (Applause.) 


20 


&tt  abbre&i 


Stale  University 
ot  Kentucky 
Nov.  24,  1909 


by  Judge  Henry  S.  Barker 
EFORE  commencing  the  few  remarks  that  I desire 
to  make,  I wish  to  congratulate  you  upon  the  op- 
portunity you  have  had  of  hearing  Dr.  Pritchett 
to-day.  He  came  to  us  and  we  received  him  as  the  honored 
and  trusted  agent  of  a great  and  good  man;  but  when  he 
goes  away,  we  will  remember,  and  love  him  as  a great  and 
good  man  himself.  As  I listened  to  the  splendid  utterances 
that  he  gave  us,  I could  not  but  envy  the  student  who  had 
had  the  opportunity  of  learning  English  from  him;  and  if 
it  had  not  been  my  own  lot  to  sit  at  the  feet  of  James  K. 
Patterson,  I could  have  wished  to  have  sat  at  the  feet  of 
Henry  S.  Pritchett. 

We  have  met  to-day  to  dedicate  this  beautiful  temple 
of  learning  to  the  use  of  the  student  body  of  the  State  Uni- 
versity. It  is  a splendid  exhibition  of  philanthropy,  spring- 
ing from  the  munificence  of  the  foremost  philanthropist  of 
the  age.  Andrew  Carnegie’s  gifts  to  the  advancement  of 
education  within  the  last  decade  have  been  of  a prodigality 
that  astonishes  and  staggers  the  imagination.  As  I was 
coming  to  Lexington  at  the  request  of  President  Patterson, 
to,  in  an  humble  way,  take  part  in  these  dedicatory  exer- 
cises, my  mind  irresistibly  went  out  to  and  lingered  around 
the  bestower  of  the  gift  we  are  now  to  dedicate.  I was 
truly  surprised  to  realize  how  much  I admired  Andrew 
Carnegie.  In  everything  material  he  is  my  opposite:  He 
is  a Northern  man,  and  I am  from  the  South;  he  is  a Re- 


21 


Dedication  publican,  and  I am  a Democrat;  he  believes  in  the  pro- 

Carnegie  tective  system,  and  I am  a free  trader;  and  yet  with  all 

Library  this  difference  of  birth  and  race  and  belief,  I think  him  to 
be  not  only  one  of  the  most  useful,  but  one  of  the  greatest 
and  most  charitable  men  this  world  has  ever  produced.  I 
recall  from  what  I have  read  of  him  that  war  and  the 
shedding  of  human  blood  is  the  one  great  aversion  of  Mr. 
Carnegie;  and  yet  I firmly  believe  that  he  possesses  nearly 
all  of  the  traits  and  forces  of  mind  and  character  that  go 
to  make  up  a great  soldier.  He  has  the  indomitable  cour- 
age and  iron  will,  the  keen  foresight  and  the  great  con- 
structive ability  and  power  of  organization  that  are  neces- 
sary in  a great  commander  of  men;  and  it  seems  to  me 
that,  if  his  life  had  been  pitched  upon  military,  instead  of 
commercial  or  manufacturing  lines,  he  might  have  ranked 
among  the  great  military  captains  of  the  age,  as  he  certainly 
ranks  in  the  very  forefront  of  the  country’s  great  captains 
of  industry.  In  my  opinion,  the  only  reason  he  is  not  a 
Sherman  or  a Thomas,  a Stonewall  Jackson  or  a Lee,  is 
because  he  chose  to  be  iron-master  instead.  His  success 
in  his  life’s  work  has  certainly  been  marvelous.  Within  the 
few,  short  years  which  the  Psalmist  has  numbered  out  to 
the  children  of  men,  he  has  accomplished  everything  he 
undertook,  and  achieved  a fortune  whose  aggregate  exceeds 
the  dreams  of  avarice.  But  if  he  has  been  great  in  the 
acquisition  of  wealth,  he  has  been  still  greater  as  the  dis- 
tributor of  wealth;  and  he  has  brought  the  same  qualities 
of  mind  and  heart  to  bear  upon  his  giving  that  so  well 
stood  him  in  stead  in  acquiring.  He  has  not  dissipated 
his  gifts  over  the  whole  field  of  charity,  but  has  centered 
it  upon  one  great  field — the  field  of  higher  education.  In 


22 


the  advancement  of  the  cause  of  education,  his  gifts  have 
been  as  discriminating  as  they  have  been  munificent. 

I first  desire  to  speak  of  his  establishment  of  a fund  out 
of  which  aged  educators  may  be  pensioned  when  they  have 
out-lived  their  ability  to  labor.  It  seems  to  me  that  no 
single  act  of  philanthropy  could  better  subserve  the  real  in- 
terests of  higher  education  than  the  establishment  of  this 
great  pension  system.  It  enables  the  teacher  whose  heart 
is  in  his  work  to  put  aside  all  fear  of  the  future,  and  to 
devote  the  whole  energy  of  his  life  and  soul  to  the  educa- 
tion of  youth.  It  gives  to  the  calling  of  teaching  a dignity 
and  independence  which  it  never  knew  before;  and  it  gives 
to  the  rounding  up  of  the  aged  educator’s  life  a beauty  and 
comfort  which  it  could  never  otherwise  enjoy.  It  is  gener- 
ally the  fate  of  the  real  teacher  that  he  should  work  hard, 
live  economically,  and  die  poor;  and  the  fear  of  the  poverty 
of  old  age  must  always  come  as  a great  and  blighting  de- 
terrent to  the  full  and  free  exercise  of  mind  and  heart  in 
the  pursuit  of  his  life’s  vocation.  And  therefore  I think  it 
is  most  highly  creditable  to  the  wisdom  and  the  charity  of 
Mr.  Carnegie  that  he  has  established  this  great  fund  which, 
to  the  struggling  teacher,  as  he  battles  with  the  vicissitudes 
of  his  calling,  must  ever  be  a star  upon  the  horizon  of  hope, 
the  shadow  of  a great  rock  in  a weary  land. 

But  I presume  that  the  great  bulk  of  Mr.  Carnegie’s 
charity  has  been  in  the  establishment  throughout  the  cities  of 
our  land  of  free  libraries;  libraries  where  every  man,  woman 
and  child  who  loves  knowledge  can  come  and  quench  their 
divine  thirst.  It  will  be  observed  that  his  gifts  along  these 
lines  have  been  made  without  reference  to  the  geography 
of  the  country.  In  the  love  of  his  great  heart  there  is  no 


State  University 
ot  Kentucky 
Nov.  24,  1909 


23 


Dedication 

Carnegie 

Library 


North,  no  South,  no  East,  no  West;  but  wherever  there  is 
a love  of  learning,  wherever  there  is  a demand  for  a great 
public  library,  there  has  been  poured  out  the  munificence 
of  his  generosity. 

As  I have  said  before,  Mr.  Carnegie  hates  war  and 
loves  peace;  and  with  his  keen  insight  into  human  nature 
he  has  observed  that  war  and  savagery  are  the  children  of 
ignorance  and  fear.  Great  courage,  accompanied  with 
knowledge,  is  always  peaceful.  The  arming  of  the  nations 
is  the  result  of  the  ignorance  and  fear  of  their  statesmen. 
Russia  arms  against  Germany  and  Germany  arms  against 
France,  and  England  arms  against  them  all.  But  it  is 
fondly  believed  that,  when  the  world  is  thoroughly  civilized 
and  educated,  there  will  be  sufficient  wisdom  to  teach  its 
leaders  that  war  accomplishes  nothing  that  is  good,  and  is 
the  parent  only  of  evil.  All  of  Mr.  Carnegie’s  charity  is 
toward  the  accomplishment  of  peace,  because  it  tends  to 
educate  and  uplift  mankind. 

If  the  dream  of  the  Philosopher  of  Peace  is  ever  real- 
ized, and  there  shall  be  finally  established  a great  tribunal 
to  which  the  nations  of  the  earth  will  submit  their  differ- 
ences and  to  whose  decrees  they  will  bow  in  acquiescence, 
it  will  be  the  direct  result  of  universal  education,  towards 
which  our  benefactor  has  contributed  so  much. 

And  now,  in  conclusion,  we  accept  this  beautiful  build- 
ing in  the  spirit  in  which  it  is  given.  Here  the  student 
body  of  the  State  University  will  repair  to  satisfy  their  long- 
ing for  general  knowledge,  for  the  cultivation  of  their  minds, 
and  the  enrichment  of  their  learning.  It  is  said  that,  for 
many  years  after  the  Crusades,  the  Saracen  mothers  hushed 
their  crying  babes  with  the  threat  that  Richard  the  lion- 


24 


hearted  would  get  them.  If  the  memory  of  one  whose 
mission  was  the  destruction  of  human  life  was  held  by  the 
minds  of  the  Arab  mothers  for  so  long  a time,  it  ought 
not  to  be  unreasonable  to  suppose  that,  in  the  long  years 
to  come,  American  mothers  will  bring  smiles  to  the  lips  of 
their  children  by  recounting  the  love  of  Andrew  Carnegie. 
As  long  as  learning  is  prized,  his  name  will  be  reverenced 
by  its  votaries. 


State  University 
of  Kentucky 
Nov.  24,  1909 


25 


Dedication 

Carnegie 

Library 


gin  aiftress 


by  Hon.  C.  M.  Clay 
Ladies  and  Gentlemen: — 

/^Rgfc^HIS  beautiful  and  artistic  building  is  worthy  of  our 
if  praise.  It  not  only  pleases  our  sight,  but  appeals  to 
our  intellect  and  especially  to  our  imagination.  How 
much  of  man’s  achievements  in  rising  from  his  savage  state 
of  ignorance  and  anarchy,  to  his  present  condition  of  civili- 
zation, law  and  liberty,  will  be  recorded  here,  not  merely 
an  account,  but  the  very  material  and  agencies  of  the  trans- 
formation! What  a vast  amount  of  great  and  useful  thoughts 
and  lessons:  Human  progress  went  lamely  until  the  ad- 
vent of  writing  and  the  manufacture  of  books.  Each  gen- 
eration had  to  learn  afresh  by  its  own  experience  all  but 
the  most  commonplace  things;  but  when  books  came  in, 
then  each  individual  achievement  was  added  to  the  sum 
total,  and  swelled  the  rising  tide  of  civilization  and  prog- 
ress. In  the  future  there  will  be  no  lost  arts,  and  all 
thoughts  that  are  needed  will  survive.  Books  and  libraries 
have  made  all  great  and  useful  thoughts  immortal.  We 
now  can  truthfully  say  of  the  great  thinkers,  actors  and 
writers  what  Horace  claimed  for  his  own  works.  “They 
have  built  monuments  more  lasting  than  brass,  loftier  than 
the  regal  site  of  the  pyramids,  which  neither  the  corroding 
rains,  nor  the  impotent  winds  shall  destroy,  nor  the  in- 
numerable series  of  years,  nor  the  flight  of  time.’’  Mr. 
Carnegie  has  been  criticized  by  the  thoughtless  for  giving 
so  much  to  libraries — We  think  he  has  acted  wisely.  The 


26 


question  how  best  to  give  money  to  benefit  humanity  is  a 
difficult  one.  If  given  directly  to  charity,  it  may  if  properly 
directed,  alleviate  human  misery  and  perform  a certain  kind 
of  duty,  but  will  produce  no  uplift  of  humanity.  If  given 
to  religion  it  may  produce  no  lasting  benefit;  for  where  cathe- 
drals are  the  grandest,  and  church  fees  the  most  exhorbitant, 
morality.,  civilization  and  liberty  are  in  decadence  or  at 
least  relatively  behind.  It  may  be  given  so  as  to  weaken 
and  enervate,  instead  of  stimulating  its  recipients.  The  law 
of  exercise  and  struggle  is  the  law  of  progress.  You  can- 
not strengthen  or  develop  any  faculty  of  body  or  mind  or 
society  except  by  exercise.  We  take  it  that  the  true  plan 
is  to  give  opportunity  for  action  and  attainment  and  leave 
the  achievement  of  results  to  the  industry,  ambition  and  en- 
deavors of  the  recipients.  Then  again,  as  to  the  nature  of 
the  gift:  We  think  nothing  tends  more  to  the  elevation  of 
the  race  than  the  extension  of  knowledge.  Bacon  has  truly 
said  that  “knowledge  is  power”  and  not  only  that,  but  a 
greater  appreciation  of  the  facts  of  nature  and  man’s  mani- 
fold relations  to  it  and  other  men,  contributes  to  the  higher 
morality  of  a broader  charity — a charity  that  fully  recog- 
nizes the  differences  of  standpoint  in  men  and  civilizations, 
and  harbors  malice  for  none,  but  good  will  and  friendship 
for  all.  To  assist,  to  furnish  to  the  thousands  of  youths 
who  will  frequent  these  halls,  the  priceless  lessons  of  the  past 
in  every  department  of  knowledge  and  human  endeavor — 
in  the  arts,  mechanics,  government,  literature,  science  and 
philosophy,  most  certainly  is  a good  work;  a work  of  stimu- 
lation, not  of  enervation — a work  of  elevation,  a work 
of  equipment  and  power  for  the  battle  of  life.  We  think 
Mr.  Carnegie  has  built  much  wiser  than  dreamed  of  by  his 


Slate  University 
of  Kentucky 
Nov.  24,  1909 


27 


Dedication  critics.  As  one  of  the  Board  of  Trustees  of  this  institu- 

Carnegie  tion,  I most  cordially  thank  him  for  this  wise  and  useful. 

Library  as  well  as  munificent  gift;  and  all  due  credit  must  be  given 
to  that  thoughtful  mind  ever  looking  out  for  the  welfare  of 
this  institution  without  whose  suggestion  and  initiative  this 
library  would  not  exist.  I thank  you.  (Applause.) 


28 


An  gfobreas; 

by  Mr.  R.  C.  Stoll 

Mr.  President,  Ladies  and  Gentlemen: — 

AST  night  I was  talking  awhile  to  Judge  Barker 
and  the  President,  and  Judge  Barker  asked  what 
**  ^ we  ought  to  talk  about  today.  I told  him  that 
the  length  of  the  program  reminded  me  of  a story  that  I 
had  once  heard.  A man  was  addressing  a political  meet- 
ing, and  he  said  to  his  audience:  “My  fellow  citizens,  I 
am  at  a loss  to  know  what  to  talk  about,”  and  some  person 
in  the  back  part  of  the  audience  said:  “You  ought  to  talk 
about  a minute.”  I think  that  is  what  the  rest  of  us  ought 
to  do  to-day.  (Applause.) 

Mr.  President,  in  my  opinion,  there  has  been  nothing 
that  has  happened  at  this  University  since  you  were  selected 
as  its  president  that  is  of  more  importance  than  the  dedica- 
tion of  the  library  building  to-day.  Men  throughout  all 
ages  have  realized  that  wisdom  and  learning  can  best  be 
had  by  the  proper  use  of  books;  and  in  the  days  that  have 
passed  when  libraries  and  books  were  few  men  appreciated 
books  and  appreciated  libraries. 

You  recall,  sir,  how  the  Wasir  to  the  great  Caliph  of 
Bagdad,  that  city  so  rich  in  song  and  story,  refused  to  visit 
a neighboring  potentate  because  it  would  have  taken  four 
hundred  camels  to  transport  his  library  alone;  and  you  recall 
sir,  how  the  wise  men  of  Arabia  would  never  travel  with- 
out a camel  loaded  with  dictionaries.  But  in  this  day  books 
have  become  so  cheap  and  books  have  become  so  common, 

Slate  University 
ot  Kentucky 

Nov.  24,  1909 

29 


Dedication  that  t^iere  are  but  ^ew  us  w^°  rea^ze  that  by  a judicious 

Carnegie  use  Pr°Per  books  we  can  have  intimate  conversation  with 

Library  the  greatest  men  of  all  the  ages. 

There  has  been  a tendency,  I believe,  sir,  in  our  colleges 
and  in  our  universities,  to  develop  a one-sided  man.  I be- 
lieve that  our  young  men  have  too  soon  been  educated  as 
specialists.  Perhaps  our  industrial  conditions  are  responsi- 
ble for  this.  Perhaps,  it  is  because  the  young  man  of 
America  is  anxious  sooner  to  get  out  in  the  battle  of  life. 
True  it  is,  that  the  supply  of  specialists  is  not  to-day  equal 
to  the  demand.  But  that  condition  will  soon  change,  and 
the  specialist  of  the  future  will  have  to  build  his  speciality 
upon  a broad  literary  foundation.  Do  not  understand  me 
to  say  that  I do  not  believe  we  should  have  specialists.  I 
believe  that  modern  conditions  will  require  the  specialist. 
I think  that  the  great  lawyer,  and  the  great  doctor,  and 
the  great  educator  and  the  great  engineer,  and  men  of  science 
of  the  future  will  have  to  be  specialists  in  a particular  line 
of  their  profession;  but  I believe  that  the  speciality  will  have 
to  be  builded  upon  a broad  foundation;  it  will  be  builded 
upon  a knowledge  of  history  and  political  science,  economics, 
literature  and  the  classics. 

You  sir,  have  made  this  condition  possible  at  this  Uni- 
versity. True,  another  has  given  the  money,  but  without 
you,  my  old  professor,  my  friend,  that  money  would  not 
have  been  put  into  that  building  yonder.  (Applause.) 
And  in  the  days  that  are  to  come,  those  who  come  after 
us  will  thank  you,  and  will  praise  you  for  that  work.  You 
have  been  president  of  this  University  for  forty  years.  For 
almost  half  of  that  time  I have  been,  sir,  associated  with 
you  either  as  one  of  your  students,  or  as  a member  of  your 


30 


Board.  I have  learned  to  appreciate  you;  I have  learned 
to  know  the  great  work  that  you  have  done,  and  the  work 
you  have  accomplished  for  this  University,  but  if  I were 
asked  to  say  what  has  been  your  greatest  achievement  and 
what  is  the  thing  of  which  you  should  be  the  most  proud, 
I would  unhesitatingly  say  it  is  that  you  have  demanded, 
commanded,  and  deserve  the  love  and  the  honor  and  the 
respect  of  every  person  who  has  ever  been  a student  at 
this  University.  (Applause.) 


Stale  University 
of  Kentucky 
Nov.  24,  1909 


31 


I 


k. 


